#3 - What are the sources of order, power, and purpose within the school?
The main sources that are involve include, the superintendent, the community stakeholders, the principal, the teachers/staff, the students, and the parents. The purpose is to enhance the the integrated data management and analysis software within the district as well as the school. This includes the lack of systems and data analysis and design skills amongst the staff, the lack of time caused by present effort at stopgap measures to improve high stakes test scores, and worry about what the data might reveal.
The Problem
#2 - Developing collegiality, honest, and open communication, and support amongst faculty.
Team building events:
Create a positive group atmosphere
Help people to relax
Break down social barriers
Energize & motivate
Help people to "think outside the box"
Help people to get to know one another
William H. Bergquist, S. R. (1981). A handbook for faculty development, Volume 3. Chicago: Council of Independent Colleges.
#6 - Professional development for teachers and staff.
The Teacher-to-Teacher Initiative was designed by teachers for teachers in order to provide technical support, professional development opportunities, and recognition for teachers of all content areas and grade levels. Research confirms that teachers are the single most important factor in raising student achievement and the Teacher-to-Teacher Initiative aims to strengthen the Department's efforts to provide the necessary support for teachers.
Teacher Roundtables
Department officials continue to host roundtable discussions to meet with teachers representing all communities of educators and to discuss various issues impacting education today.
Teacher Training Corps
The Teacher Training Corps includes about 100 educators that provide on-site technical assistance and instructional strategies sessions at Teacher-to-Teacher Workshops. They were chosen from over 1,800 teachers and administrators who applied. Sign up for Teacher E-mail Updates if you are interested in being notified when the Teacher-to-Teacher Initiative is accepting new proposals to join the Teacher Training Corps.
The administration along with the teachers could develop and innovative learning environment for students. Examples of 21st century education include classrooms that are a hybrid between a corporate conference room and a minature production studio. An environment like this creates students to become thinkers, communicators, and innovators.
Bernie Trilling, C. F. (2009). 21st Century Skills: Learning for Life in Our Times . San Francisco: Jossey-Wells
21st century reform is to create an accessible tool that educators can use to find lesson plans that address their grade level’s content standards as well as 21st century skills.
Schools in the 21st century will be laced with a project-based curriculum for life aimed at engaging students in addressing real-world problems, issues important to humanity, and questions that matter. This is a dramatic departure from the factory-model education of the past. It is abandonment, finally, of textbook-driven, teacher-centered, paper and pencil schooling. It means a new way of understanding the concept of “knowledge”, a new definition of the “educated person”. A new way of designing and delivering the curriculum is required.
Teacher - From primary role as a dispenser of information to orchestrator of learning and helping students turn information into knowledge, and knowledge into wisdom.
Learner - In the past a learner was a young person who went to school, spent a specified amount of time in certain courses, received passing grades and graduated. Today we must see learners in a new context:
First – we must maintain student interest by helping them see how what they are learning prepares them for life in the real world.
Second – we must instill curiosity, which is fundamental to lifelong learning.
Third – we must be flexible in how we teach.
Fourth – we must excite learners to become even more resourceful so that they will continue to learn outside the formal school day.”
The main sources that are involve include, the superintendent, the community stakeholders, the principal, the teachers/staff, the students, and the parents. The purpose is to enhance the the integrated data management and analysis software within the district as well as the school. This includes the lack of systems and data analysis and design skills amongst the staff, the lack of time caused by present effort at stopgap measures to improve high stakes test scores, and worry about what the data might reveal.
The Problem
#2 - Developing collegiality, honest, and open communication, and support amongst faculty.
Team building events:
William H. Bergquist, S. R. (1981). A handbook for faculty development, Volume 3. Chicago: Council of Independent Colleges.
#6 - Professional development for teachers and staff.
The Teacher-to-Teacher Initiative was designed by teachers for teachers in order to provide technical support, professional development opportunities, and recognition for teachers of all content areas and grade levels. Research confirms that teachers are the single most important factor in raising student achievement and the Teacher-to-Teacher Initiative aims to strengthen the Department's efforts to provide the necessary support for teachers.
Teacher Roundtables
Department officials continue to host roundtable discussions to meet with teachers representing all communities of educators and to discuss various issues impacting education today.
Teacher Training Corps
The Teacher Training Corps includes about 100 educators that provide on-site technical assistance and instructional strategies sessions at Teacher-to-Teacher Workshops. They were chosen from over 1,800 teachers and administrators who applied. Sign up for Teacher E-mail Updates if you are interested in being notified when the Teacher-to-Teacher Initiative is accepting new proposals to join the Teacher Training Corps.
Editor. (2011, April 5). Professional Development. Retrieved April 5, 2011, from ED.Gov: http://www2.ed.gov/teachers/dev/contedu/edpicks.jhtml
#7 Use of technology
The administration along with the teachers could develop and innovative learning environment for students. Examples of 21st century education include classrooms that are a hybrid between a corporate conference room and a minature production studio. An environment like this creates students to become thinkers, communicators, and innovators.
Bernie Trilling, C. F. (2009). 21st Century Skills: Learning for Life in Our Times . San Francisco: Jossey-Wells
21st century reform is to create an accessible tool that educators can use to find lesson plans that address their grade level’s content standards as well as 21st century skills.
Schools in the 21st century will be laced with a project-based curriculum for life aimed at engaging students in addressing real-world problems, issues important to humanity, and questions that matter. This is a dramatic departure from the factory-model education of the past. It is abandonment, finally, of textbook-driven, teacher-centered, paper and pencil schooling. It means a new way of understanding the concept of “knowledge”, a new definition of the “educated person”. A new way of designing and delivering the curriculum is required.
Teacher - From primary role as a dispenser of information to orchestrator of learning and helping students turn information into knowledge, and knowledge into wisdom.
Learner - In the past a learner was a young person who went to school, spent a specified amount of time in certain courses, received passing grades and graduated. Today we must see learners in a new context:
First – we must maintain student interest by helping them see how what they are learning prepares them for life in the real world.
Second – we must instill curiosity, which is fundamental to lifelong learning.
Third – we must be flexible in how we teach.
Fourth – we must excite learners to become even more resourceful so that they will continue to learn outside the formal school day.”
http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm